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No one rises to low expectations: Ci...

Hinton, Harvey, III.

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No one rises to low expectations: Citizenship education in an "urban" charter school.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	No one rises to low expectations: Citizenship education in an "urban" charter school./
Author:	Hinton, Harvey, III.
Description:	271 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2738.
Contained By:	Dissertation Abstracts International71-08A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412180
ISBN:	9781124097978

No one rises to low expectations: Citizenship education in an "urban" charter school.
Hinton, Harvey, III.

No one rises to low expectations: Citizenship education in an "urban" charter school. - 271 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2738.

Thesis (Ph.D.)--Purdue University, 2010.

This dissertation examines how middle level teachers at HOPE Academy, an urban charter school with a majority African American student population, understand citizenship education and what it means to teach African American students to be good citizens. Specifically, the study: (a) investigated how teachers' personal histories and pedagogical knowledge informed their definitions and concepts of citizenship education (b) explored whether and how teachers practiced citizenship education/instruction at the school and (c) revealed complexities associated within the teachers' citizenship education constructs. Data collection took place during 2006-2007, while I was teaching Math and Black History as a long term substitute teacher at the school. I utilized teacher interviews, focus groups discussions, reflective journals, and classroom observations techniques to address the following research questions: (1) How is citizenship education/instruction taught in an urban, mid-level charter school where the majority of students are African American; (2) How do social, historical, and cultural forces shape teachers' citizenship education curricular/instructional decision-making, motivation, and teaching/learning expectations for African American students; and (3) How does citizenship education promote justice, while challenging social inequities? Because citizenship education/instruction constructs are not neutral, a critical racial analysis was beneficial to the exploration of important connections between teachers' personal histories, beliefs, classroom practices and discourses.

ISBN: 9781124097978Subjects--Topical Terms:

1019148
Education, Social Sciences.

No one rises to low expectations: Citizenship education in an "urban" charter school.
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100 1 $a Hinton, Harvey, III. $3 1678089
245 1 0 $a No one rises to low expectations: Citizenship education in an "urban" charter school.
300 $a 271 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2738.
500 $a Advisers: Chrystal S. Johnson; Erik L. Malewski.
502 $a Thesis (Ph.D.)--Purdue University, 2010.
520 $a This dissertation examines how middle level teachers at HOPE Academy, an urban charter school with a majority African American student population, understand citizenship education and what it means to teach African American students to be good citizens. Specifically, the study: (a) investigated how teachers' personal histories and pedagogical knowledge informed their definitions and concepts of citizenship education (b) explored whether and how teachers practiced citizenship education/instruction at the school and (c) revealed complexities associated within the teachers' citizenship education constructs. Data collection took place during 2006-2007, while I was teaching Math and Black History as a long term substitute teacher at the school. I utilized teacher interviews, focus groups discussions, reflective journals, and classroom observations techniques to address the following research questions: (1) How is citizenship education/instruction taught in an urban, mid-level charter school where the majority of students are African American; (2) How do social, historical, and cultural forces shape teachers' citizenship education curricular/instructional decision-making, motivation, and teaching/learning expectations for African American students; and (3) How does citizenship education promote justice, while challenging social inequities? Because citizenship education/instruction constructs are not neutral, a critical racial analysis was beneficial to the exploration of important connections between teachers' personal histories, beliefs, classroom practices and discourses.
590 $a School code: 0183.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Curriculum and Instruction. $3 576301
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773 0 $t Dissertation Abstracts International $g 71-08A.
790 1 0 $a Johnson, Chrystal S., $e advisor
790 1 0 $a Malewski, Erik L., $e advisor
790 1 0 $a Greenan, James P. $e committee member
790 1 0 $a Rogers, George E. $e committee member
790 $a 0183
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412180